1
Strand 1.0
Creating and Performing
7 Sub-strands72 Lessons in Term 2
1.1 Rugby
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- distinguish passes in Rugby
- perform passing skills in Rugby
- perform kick techniques in Rugby
- value own and others' efforts in applying passing and kicking skills for enjoyment
Key Inquiry Questions (KIQs)
- What are the best ways to advance a ball in a game of Rugby?
Learning Experiences
- watch a live, or virtual Rugby game to identify passes and kicks
- demonstrate passing skills in Rugby
- practise the spin, pop and basic passes in Rugby
- demonstrate kicking skills in Rugby
- practise the drop and place kick techniques in Rugby
- use the skills of passing and kicking to play a modified game in Rugby while observing the rules of the game and safety
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Photography
8 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify different viewpoints in photography
- take photographs of a scenery in viewpoint for showcase
- present the photographs for appreciation
Key Inquiry Questions (KIQs)
- Which are the ethical issues to consider in photography?
Learning Experiences
- observe virtual and actual samples of photographs to analyse the bird’s, normal and worm’s viewpoints
- research/take a field walk to explore and identify scenic point in the surroundings
- take photographs inspired by the environment to showcase beautiful scenes in our country (Kenya) focusing on; varied scene and viewpoints
- select and store the photographs in an e folder to make a still/slide presentation
- make a presentation for own reflection and peer feedback in a just manner
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Descant Recorder
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the fingering of notes in the scale of F major
- play the scale of F major from staff notation on a descant recorder
- perform a solo piece in F major on a descant recorder, applying correct playing techniques
- value playing music on the descant recorder
Key Inquiry Questions (KIQs)
- What is the importance of applying technique when playing instrumental music?
Learning Experiences
- read, and interpret fingering charts to play the notes of F major scale
- play the scale of F Major ascending and descending on staff notation
- play simple melodies in the scale of F major on staff notation
- watch actual or virtual instrumental tutorials to demonstrate and explain techniques of pinching on a descant recorder
- explore actual or virtual demonstrations of playing techniques of descant recorder to explain performance directions for dynamics crescendo and diminuendo, 4
- play simple melodies in time, and in 4 F major observing performance directions for dynamics
- use digital devices responsibly to record performances for future reference
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Play
12 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe the format of a play script
- create a one act play addressing a societal issue
- act a role in a play performance
- recognise play performance as a channel of addressing societal issues
Key Inquiry Questions (KIQs)
- How can a play performance be made believable to an audience?
- Why is it important to decorate props to be used for performance?
Learning Experiences
- read a sample play to identify the format of a script
- brainstorm, in groups, an idea for a short play
- create a short play script using the play elements
- select relevant prop(s), costumes and music for the play performance
- perform vocal and physical warm up activities in preparation for play performance
- rehearse a role in the play (paying attention to use of voice, body, movement, space, use of props, music, and costume)
- perform a role in a play performance before an audience
- record experiences in a journal
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Basketball and Logo Design
12 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- perform passes in Basketball for skill acquisition
- execute dribbling in Basketball for skill acquisition
- design logo for a Basketball team
- appreciate each other’s skills in Basketball game
Key Inquiry Questions (KIQs)
- How can a poster be made an effective means of communicating?
- Why is it important to combine passing and dribbling in Basketball?
Learning Experiences
- watch a live or virtual Basketball game and identify the passing and dribbling skills in Basketball
- demonstrate the overhead, bounce and chest passes in Basketball
- demonstrate high and low dribbling in Basketball
- practise passing and dribbling skills while observing safety
- research to examine actual or virtual samples of a logo
- design a logo for a basketball team, name/letter combination
- apply the skills learnt in Basketball in a mini-Basketball game in teams displaying the team logos
- display the logo around the basketball pitch for appreciation
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Indigenous Kenyan Crafts
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe coil techniques in pottery
- model a vessel using coil method
- make a frame loom for weaving
- make a fabric using 2/1 twill weaving technique
- display and critique own and others’ woven articles
Key Inquiry Questions (KIQs)
- Why is clay the preferred material for pottery?
- How is a fabric woven?
Learning Experiences
- study pottery items from actual and virtual sources and analyse coil technique
- source clay and prepare clay by removing impurities, drying, kneading and wedging
- make coils of uniform thickness
- join clay coils to form a vessel
- smoothen the inside and outside of the vessel
- decorate the slightly dry vessel by incising and dry under shade
- collaboratively fire the completely dry vessel using an open pit kiln
- explore actual and virtual resources to study making a frame loom and 2/1 twill weaves
- collaboratively, make a wooden mitre joint frame loom, (equal spacing of nails)
- secure the warps on the loom and interlace the wefts using 2/1 twill techniques to weave a fabric
- display and talk about own and peers’ articles
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Swimming
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe the body position in standing dive and butterfly stroke in swimming
- perform a standing dive in swimming
- perform the butterfly stroke in swimming
- appreciate swimming as a life skill
Key Inquiry Questions (KIQs)
- How can swimming skills be performed safely?
- Why is synchrony important in butterfly stroke?
Learning Experiences
- watch a live or virtual demonstration to identify the standing dive and butterfly stroke
- demonstrate the phases of standing dive
- practise standing dive while observing safety
- demonstrate the phases of butterfly stroke
- practise the butterfly stroke while observing safety and coordination
- practise combination of standing dive and butterfly stroke
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.